THE IMPLEMENTATION OF TEACHING SPEAKING BY USING INTENSIVE ENGLISH PROGRAM AT MTs AL-QODIRI 1 JEMBER

Widyani, Tristanti Selma (2025) THE IMPLEMENTATION OF TEACHING SPEAKING BY USING INTENSIVE ENGLISH PROGRAM AT MTs AL-QODIRI 1 JEMBER. Undergraduate thesis, UIN Kiai Haji Achmad Siddiq.

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Abstract

This research entitled "The Implementation of Teaching Speaking by
Using Intensive English Program at MTs Unggulan Al-Qodiri 1 Jember" explores
the practical application and effectiveness of the Intensive English Program (IEP)
in improving students‘ speaking skills in a non-formal educational context.
The background of the study lies in the ongoing challenges faced by
students in mastering spoken English, especially due to limited exposure, lack of
practice, low vocabulary, and confidence issues. Formal education often provides
insufficient opportunity for students to use English communicatively. Therefore,
the IEP serves as a supplementary program to develop students‘ fluency through
consistent and immersive exposure to English in daily life.
This study used a qualitative descriptive research design. Data were
gathered through observations, interviews, and document analysis. The research
was conducted at MTs Unggulan Al-Qodiri 1 Jember and involved IEP tutors,
students, and program organizers as subjects.
The findings reveal that the IEP is a highly structured program organized
under the Kementerian Bahasa. It includes daily, weekly, and monthly speaking
practices such as vocabulary memorization, English days, handy dictionary usage,
peer monitoring ("language spies"), storytelling, speeches, and performance
evaluations. Materials are adapted from English course modules in Pare, Kediri,
and divided into three levels: beginner, intermediate, and advanced. Evaluation
methods include oral testing and observational assessments of students' speaking
activities.
The program emphasizes habit formation by encouraging students to speak
English consistently in both formal and informal settings. The role of tutors, the
structured materials, and the supportive environment contribute significantly to
student improvement.
In conclusion, the Intensive English Program effectively improves
students‘ speaking competence and confidence. It serves as a strong example of
how non-formal education can complement formal schooling to enhance
communicative English proficiency.

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